Secuencia didáctica de lectura, escritura y visualización de filmes para favorecer el diálogo y el comentario crítico de textos literarios en básica superior

Abstract

This research stems from a teacher’s interest in analyzing her own educational practice with the purpose of identifying and reflecting on the problems associated with the act of reading and writing in the classroom. It is a systematic study that addresses the relationships between the teacher, the students, and the object of teaching from the design and implementation of a didactic sequence that involves reading, writing and film viewing situations for the teaching of the fantasy genre. Firstly, it describes the reading and writing tasks involved in the implementation of three film and literary text commentary forums. Secondly, it describes if and how the implementation of these tasks promoted the reflection of other disciplinary contents (genre conventions). Thirdly, it describes the changes produced by the types of writing assignments, the forms of interaction (monologic and dialogic) and the work modality (synchronous and asynchronous) in the use of the contents. In order to achieve these objectives, the study adopted the action research approach that allows for reflection and improvement of teachers' habitual practices.